Vocational Institution Management in the Pandemic Disruption: Challenges, Successions and Opportunities with “HACCP” Model

Abstract

The purpose of this study was to present vocational institution management in the context of pandemic disruption in the framework of challenges, succession, and opportunities that were developed as a result of the study, analysis of documents, research and articles, and interviews with the director of the vocational institution. The result of the study showed that: 1) Challenges of vocational institution management were digital equipment access, internet connection, and vocational competency development; and 2) Opportunities and succession of vocational institution management were students’ digital skills, self-directed learning, and independent working skill and opportunities to apply technology to online teaching. The successions were the teacher’s awakening to searching for digital activities to apply in teaching and quality assurance systems. The researcher introduced vocational institution management in the future with the “HACCP” model. The “HACCP” model consisted of the following components: (1) H-hybrid academic management strategies means academic management strategy combining with both synchronous and asynchronous learning; (2) A-agile mindset means the attitudes of personnel should be flexible or agile; (3) C-commitment to navigate challenges means a commitment of employees to face challenges and lead the way to success; (4) C-continuous development means the continuous professional development of teachers to have suitable skills for teaching and learning in a digital format and continuous college development via a quality assurance system; and (5) P- partnership strategy, a strategy for creating participation both within and outside the institution. This “HACCP” model will be a guideline for the development of vocational institution management in order to prepare for future changes sustainably.